An Introduction to Industrial-Organizational Psychology

2020 ◽  
pp. 1-16
Author(s):  
Elizabeth L. Shoenfelt ◽  
Rosemary Hays-Thomas ◽  
Laura Koppes Bryan
Keyword(s):  
Professional Practice ◽  
Graduate Training ◽  
Doctoral Training ◽  
Master's Level ◽  
Job Market ◽  
Master's Programs ◽  
The Past ◽  
Industrial Organizational Psychology ◽  
Level I ◽  
Level Training

This opening chapter provides a brief introduction to the field of industrial-organizational (I-O) psychology. The authors define the field and explain the knowledge, skills, and abilities that master’s-level I-O practitioners will need. I-O master’s-level graduates may enter a wide variety of professional practice areas, and these are briefly outlined. I-O graduate training is introduced. The authors highlight the differences between master’s-level training and doctoral training. I-O master’s programs have grown exponentially over the past several decades, and there is growing demand in the job market for I-O practitioners. The authors conclude with a discussion of issues relevant to the master’s degree in I-O psychology.

Mastering Industrial-Organizational Psychology

2020 ◽  
Keyword(s):  
Best Practices ◽  
Graduate Training ◽  
Organizational Psychology ◽  
Master's Level ◽  
Application Process ◽  
Master's Programs ◽  
Industrial Organizational Psychology ◽  
Level I ◽  
Definition Of ◽  
Career Options

In this book, faculty from top-ranked industrial-organizational (I-O) master’s programs provide best practices and discuss important topics for the training of master’s-level I-O psychologists. The book begins with a definition of the field of I-O psychology; an explanation of the knowledge, skills, and abilities needed by master’s-level I-O practitioners; and a description of I-O master’s professional practice areas. I-O graduate training is introduced, highlighting differences between master’s training and doctoral training. Advice is offered about applying to graduate school, including program selection, undergraduate preparation, and the application process. The Society for Industrial and Organizational Psychology’s Guidelines for Education and Training in Industrial-Organizational Psychology are reviewed, as are various methods for teaching the identified competencies. Guidance is offered on implementing important applied experiences such as course projects, practica, simulations, and internships. The pros and cons of a thesis requirement are outlined. Issues faced by faculty in I-O master’s programs, including strategies for balancing teaching, service, and research, are covered. The final chapter gives advice for developing and maintaining an on-campus I-O consulting entity. The best practices presented in this volume, offered by faculty with substantial expertise and experience in successful I-O master’s programs, should be of interest to faculty teaching in I-O master’s programs and other teaching intensive institutions; to I-O faculty and non-I-O psychology faculty advising undergraduates on career options in psychology, specifically as an I-O master’s practitioner; and to undergraduates evaluating potential I-O master’s programs.

Gaining Organizational Entry and Developing Partnerships for Applied Research and Experience: A Perspective From Industrial-Organizational Psychology Master's Programs

2018 ◽  
Vol 11 (4) ◽  
pp. 606-612
Author(s):  
Elizabeth L. Shoenfelt ◽  
Nancy J. Stone ◽  
Janet L. Kottke
Keyword(s):  
Applied Research ◽  
Graduate Programs ◽  
Organizational Psychology ◽  
Master's Level ◽  
Organizational Entry ◽  
Master's Programs ◽  
Industrial Organizational Psychology ◽  
Organizational Action ◽  
Definition Of ◽  
Guidelines And Recommendations

As faculty in master's industrial and organizational (I-O) psychology graduate programs, we read with great interest the focal article on initiating and maintaining partnerships with organizations (Lapierre et al., 2018). We applaud the efforts of the authors to present guidelines and recommendations for successful applied research in organizations. Although Lapierre et al. directed their recommendations primarily to doctoral faculty and their students, there currently are 159 I-O psychology master's programs listed on the Society for Industrial and Organizational Psychology (SIOP) webpage (http://my.siop.org/GTP). Because of the applied nature of most master's programs, by necessity we work continuously to gain entry into and partner with organizations for internship placements, applied course projects, and applied service opportunities. We, along with other master's faculty colleagues, have published and presented on the topic of partnering with organizations (e.g., Shoenfelt, 2003; Shoenfelt, Kottke, & Stone, 2012; Shoenfelt et al., 2015; Shoenfelt, Stone, & Kottke, 2013; Shoenfelt, Walker, Long, Smith, & Whelan, 2012; Stone, Shoenfelt, Huffcut, Morganson, & Frame, 2018; Stone, Shoenfelt, Morganson, Moffett, & Van Hein, 2017). In this response, we offer an analogous perspective from the master's level based on tacit knowledge garnered from more than a century of combined experience. We note that many of the recommendations in this focal article likewise surfaced in our work. Here we highlight the challenges unique to master's-level and teaching-intensive faculty in implementing these recommendations. In our response, we embrace Lewin's (1946) definition of action research that there is no action without research and no research without action. Thus, we broadly define applied research as asking an important applied question and systematically collecting data to answer that question in a manner in which the results inform organizational action (whether or not it results in a peer-reviewed publication).

Riding the Rails as an Industrial-Organizational Psychology Master’s Professional

2021 ◽  
pp. 81-98
Author(s):  
Elizabeth L. Shoenfelt
Keyword(s):  
Master's Degree ◽  
Career Transition ◽  
Organizational Psychology ◽  
Master's Level ◽  
Major Transitions ◽  
Industrial Organizational Psychology ◽  
Master’S Degree ◽  
Level I ◽  
Or Organization

Most industrial-organizational (I-O) psychology master’s graduates can expect to hold a number of different jobs over the course of their career. This chapter explores the realities experienced by master’s-level I-O psychology practitioners as they encounter major transitions from being a student to being a master’s-degree holder with a first real job, and transitions from one position, role, or organization to another as their careers develop. Specifically, we examine formal and informal on-boarding and off-boarding processes for master’s-level I-O psychology practitioners. We use the metaphor of a journey by train to structure our discussion of pursuing career objectives and managing career transition challenges.

Introduction: Uses of Applied Ethnography in Community, Health, and Development by Anthropologists with Master's Level Training

2005 ◽  
Vol 27 (2) ◽  
pp. 2-4
Author(s):  
Tony Whitehead ◽  
Judith Freidenberg
Keyword(s):  
Research Methods ◽  
Doctoral Programs ◽  
Applied Anthropology ◽  
Master's Level ◽  
Master's Programs ◽  
Disciplinary Identity ◽  
Academic Settings ◽  
Health And Development ◽  
The One ◽  
Level Training

The papers in this issue of Practicing Anthropology are dedicated to the memory of Delmos Jones for the challenge that he presented several years ago to those of us who are involved in the training of anthropologists at the Master's level. He offered this challenge while serving as a discussant on a session at the 1995 meetings of the American Anthropological Association (AAA) that had been organized by a group of anthropologists trained at the Master's level. These anthropologists were wrestling with the difficulty of differentiating the knowledge and skills that they brought to their jobs from the contributions of their co-workers who were graduates of other disciplines and professions. Professor Jones commented that this was a weakness of those trained with in Master's programs in applied anthropology, and he argued that such programs did not have the time in the one or two years that was needed to complete them to adequately provide students with the necessary training in ethnographic research methods and anthropological theory. Such grounding in the methods and theories of the discipline, he suggested, was necessary for developing a strong professional and disciplinary identity. Professor Jones questioned whether such applied programs were a disservice to the students trained in them, and possibly a disservice to the discipline as a whole because they lacked this dimension. His position was that anthropology and anthropologists would be better served by abolishing such programs and providing only anthropological training in doctoral programs, where students would be grounded in the research methods and theories that would provide them a strong anthropological identity whether they were working in applied or academic settings.

Counseling Psychology’s Ambivalent Relationship with Master’s-Level Training

2000 ◽  
Vol 28 (5) ◽  
pp. 687-700 ◽  
Author(s):  
Robert H. McPherson ◽  
Stewart Pisecco ◽  
Nancy S. Elman ◽  
Margaret Crosbie-Burnett ◽  
Thomas V. Sayger
Keyword(s):  
Counseling Psychology ◽  
Historical Review ◽  
Added Value ◽  
Doctoral Training ◽  
Master's Level ◽  
Master Level ◽  
Ambivalent Relationship ◽  
Level Training

Inspired by efforts by those who seek to redefine the practice of psychology as a master’s-level specialty, the authors examine counseling psychology’s heightened ambivalence regarding master’s-level training. First, they present a historical review of this issue. Next, they discuss current social and political pressures that, they suggest, have resulted in renewed tensions in the training of master’s-level practitioners for the field of counseling psychology. They conclude with specific recommendations regarding the manner in which counseling psychology should (a) train master’-level providers, (b) attempt to document the added value doctoral training, and (c) politically respond to this issue.

Vestibular Assessment and Rehabilitation: Ten-Year Survey Trends of Audiologists’ Opinions and Practice

2016 ◽  
Vol 27 (02) ◽  
pp. 126-140 ◽  
Author(s):  
M. Dawn Nelson ◽  
Faith W. Akin ◽  
Kristal M. Riska ◽  
Kimberly Andresen ◽  
Stephanie Stamps Mondelli
Keyword(s):  
Graduate Training ◽  
Master's Level ◽  
Balance Function ◽  
Specialty Area ◽  
The Past ◽  
Vestibular Assessment ◽  
Training Opportunities ◽  
Function Testing ◽  
And Training ◽  
Question Survey

Background: The past decade has yielded changes in the education and training of audiologists and technological advancements that have become widely available for clinical balance function testing. It is unclear if recent advancements in vestibular instrumentation or the transition to an AuD degree have affected audiologists’ vestibular clinical practice or opinions. Purpose: The purpose of this study was to examine predominant opinions and practices for vestibular assessment (VA) and vestibular rehabilitation (VR) over the past decade and between master’s- and AuD-level audiologists. Method: A 31-question survey was administered to audiologists via U.S. mail in 2003 (N = 7,500) and electronically in 2014 (N = 9,984) with a response rate of 12% and 10%, respectively. Results: There was an increase in the number of audiologists providing vestibular services in the past decade. Most respondents agreed that audiologists were the most qualified professionals to conduct VA. Less than half of the surveyed audiologists felt that graduate training was adequate for VA. AuD-level audiologists were more satisfied with graduate training and felt more comfortable performing VA compared to master’s-level audiologists. Few respondents agreed that audiologists were the most qualified professionals to conduct VR or that graduate training prepared them to conduct VR. The basic vestibular test battery was unchanged across surveys and included: calorics, smooth pursuit, saccades, search for spontaneous, positional, gaze and optokinetic nystagmus, Dix–Hallpike, case history, and hearing evaluation. There was a trend toward greater use of air (versus water) calorics, videonystagmography (versus electronystagmography), and additional tests of vestibular and balance function. Conclusions: VA is a growing specialty area in the field of audiology. Better training opportunities are needed to increase audiologists’ knowledge and skills for providing vestibular services. The basic tests performed during VA have remained relatively unchanged over the past 10 yr.

The Industrial-Organizational Master’s Degree Curriculum

2020 ◽  
pp. 38-56
Author(s):  
Timothy J. Huelsman ◽  
Linda Rhoades Shanock
Keyword(s):  
Graduate Training ◽  
Organizational Psychology ◽  
Master's Programs ◽  
Research Activities ◽  
Industrial Organizational Psychology ◽  
Competency Based ◽  
Delivery Options ◽  
Program Characteristics ◽  
Urban Versus ◽  
And Training

This chapter provides an overview of the Society for Industrial and Organizational Psychology Guidelines for Education and Training in Industrial-Organizational Psychology. The Guidelines take a competency-based approach to describing the content of graduate training in industrial-organizational psychology. The authors make recommendations on delivery options for master’s programs seeking to develop student competencies in the areas described in the Guidelines. These delivery options range from formal coursework to supervised internships to research activities. The authors address program characteristics, such as types of students (traditional versus nontraditional) and settings (urban versus rural), that may present unique opportunities and challenges in addressing the Guidelines.

Psychologists’ role in master’s-level training in counseling: A wolf in the chicken coop or unlikely friends?

2019 ◽  
Vol 13 (2) ◽  
pp. 100-105
Author(s):  
Jesse Owen ◽  
Lynett Henderson Metzger ◽  
Kim Gorgens ◽  
Lavita Nadkarni
Keyword(s):  
Master's Level ◽  
Level Training

Mastering the Job Market

2021 ◽  
Author(s):  
Elizabeth L. Shoenfelt
Keyword(s):  
Job Search ◽  
Technical Writing ◽  
American Psychological Association ◽  
Oral Communication ◽  
Nationwide Survey ◽  
Job Seekers ◽  
Job Market ◽  
Master's Programs ◽  
Knowledge And Skills ◽  
Business Acumen

Mastering the Job Market: Career Issues for Master’s Level Industrial-Organizational Psychologists is the definitive source for practical advice and data-based recommendations addressing key issues leading to successful careers as industrial-organizational (I-O) master’s practitioners. Both the U.S. Bureau of Labor Statistics and the American Psychological Association have reported a bright outlook for I-O master’s graduates. The increased interest in and growth of I-O master’s programs and graduates are attributed to higher visibility in the workplace, readily obtained jobs, interesting work, and great pay. A large nationwide survey of I-O master’s practitioners and their employers lays the foundation for the data-based recommendations throughout the book. Authors from top-ranked I-O master’s programs address topics such as the job search, applying for jobs, on-boarding, organizational roles, salaries, career transitions, and maintaining professionalism throughout one’s career. Critical insights into the nuts and bolts of conducting a job search and other specific strategies are provided to enable job seekers to land one or multiple job offers within six months of graduation. Competencies identified as essential for success as an I-O practitioner include core I-O knowledge and skills, as well as enabling competencies such as oral communication, business acumen, consulting skills, project management, ethics, and technical writing. Mentoring is discussed, and three best practices are recommended for maximizing mentoring relationships. Recommendations are made for professional development opportunities for I-O master’s graduates to increase their knowledge and skills and to advance their careers. Graduates overwhelmingly perceive their I-O master’s degree to be valuable for their career success.

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